Role of Teacher in All Societies

Table of Contents

Introduction. 2

Training Cycle. 2

Needs identification: 2

Planning and Designing. 2

Facilitate. 2

Assessment 3

Evaluation. 3

Organizer 3

Mediators. 3

Common role and responsibilities. 4

Knowledge transmitter 4

Boundaries. 4

References and Bibliography. 5

a.    Books and journals. 5

b.    Websites. 5


A teacher is responsible for the organizing culture and values and learning the students about the respect, moral values and social norms and ethics as well, so the teacher is most respected profession in the all over the word (Dahlsrud, 2009). A teacher is a person that pass the knowledge and cultural values and norms to the students and equip them for further higher studies and polish them mentally and physically them in a position to play their role as successive person for making the society more civilized and to maintain the law and order situation and playing their role for the betterment of society (Boulstridge and Carrigan, 2005). This is most responsible profession where the teacher contribute their role in providing education to the students, because in the future the students play their role for the development of the country while playing their vital role in the economical, medical, defence and all other sectors and their roles, skills and other responsibilities depends on their schooling life and it depends on the skills and role of teacher. So the role and responsibilities of teachers is most important (Gay, 2007).

Training Cycle

The training cycle consist of following steps and the roles and responsibilities and boundaries of a teacher are given under as well and have been discussed in details as well (Hastie et al., 2011).

Needs identification:

In the first step the teacher find out the needs of the learners and on the behalf of the learners the teachers prepare the plan to teach them the syllabus.

Planning and Designing

In this step the teacher is responsible to plan and design the requirement and design the environment and enlist the resources and way to deliver the message to the learners.


In this step the teachers are responsible to learn the learners through their skills and behaviour and the teachers involve themselves in the multicultural environment and the teacher also provide the learners all the facilities to develop a culture in which all the learners can understand and learn (Marsden, 2010).


In this step the teachers make it sure that the learners have been learned the necessary skills, knowledge and they are able to absorb the knowledge.


In this step the teacher get the feedback from the learners about the effectiveness of method, syllabus, resources and facilitations in order to provide them training or conveying the knowledge and on the behalf of the feedback the teacher make necessary amendments and changes in the whole process to achieve the main objectives of the training cycle. The main responsibilities, role and boundaries of a teacher are given in the following sub sections (Piacentini et al., 2011).


While managing students in the class and managing their all other activities and facilitating them towards learning the ethical and moral and cultural norms and values while promoting the importance of academic environment to all the students the teacher play a role as an organizer (Boulstridge and Carrigan, 2005). All the students belonged to different cultural, ethnics and regions and they have different languages, cultures, norms and values, and teachers organized them in a one group and teach them through a learning process while using his or her competencies while understanding the different cultures, norms and values (Pinney, 2009).


Teacher must play its role while in the multicultural environment to permit the students to make analysis on the negatives and positives of other cultures to find out the main stream of other cultural ideas (Gay, 2007). The teacher is responsible to create an environment and guide the students in such a way that in the multicultural environment to get positive norm and values to develop a positive culture in and out the classroom. And only the teacher can facilitate the students to acquire the positive multicultural values and norms for developing a positive culture of learning, the teacher must play its role to develop such abilities and competencies among the students so that in the multicultural environment the students always abide by the racism and never involved in discrimination in their professional lives as well (Dahlsrud, 2009).

Common role and responsibilities

Some scholars have been stated that the teacher must be responsible for the learning of referencing system to the students and the importance of references and they must also learn and teach the learners about socio culture and the positive impact of culture on the learning process (Hastie et al., 2011). A teacher can play its role as a police officer, as a medical officer in an emergency, a psychologist and as father or mother in order to understand the learner’s special skills and abilities and competencies to make the society more civilized.

Knowledge transmitter

It is clear that the teacher must have the specific skills and knowledge in order to transmit the knowledge to the learners, so the teacher must have the communication skills and competencies to provide the learners reasonable resources and facilitate them to learn them the attitude and behaviour to become civilised citizens and it is teacher’s responsibility to protect the learners psychologically and come out them from mentally and emotional problems and care them and teach them the school rules and rules and regulations as well. Teacher must watch the learner’s activities them and stop them and allow them to involve in 1activities and understand them the negatives and positive impact of activities (Marsden, 2010).


The teacher must keep himself or herself far away from the learner’s personal lives and could not involve in their personal problems because they may have their political views, religious views and race views entirely different the teacher’s point of view, so in this term the learner abilities may be affected negatively (Piacentini et al., 2011). So the teacher must play its role as friend with learners and remembered that he or she is adult and must not try to be buddies with learners. The teacher must not remain with a leaner in the teaching room or class room and with opposite sex, if the privacy is required then the teacher must use office or cafe. The teacher must know about the teaching method, teaching manners and must follow the role model being a mentor and the teacher can encourage the learners, the teacher must report the learner for sexual harassment either through physically or verbally. Teacher could not abuse any student, physically, sexually or emotionally but improving the emotional and psychologically their courage to achieve their objectives through identification their goals and objectives and learn them knowledge and skills (Pinney, 2009).

References and Bibliography

a.     Books and journals

Boulstridge, E. and Carrigan, M. (2005) ‘Do consumers really care about corporate responsibility? Highlighting the attitude-behaviour gap’ Journal of Communication Management, 11(8), pp: 123-456

Hastie, T., Tibshirani, R. and Friedman, J. (2011) The Elements of Statistical Learning: Data Mining, Inference, and Prediction. 3rd ed.  Oxford: Pearson Publisher

Piacentini, M., MacFadyen, L. and Eadie, D. (2011) Corporate social responsibility in food retailing, International Journal of Retail and Distribution Management, 32(15), pp: 324-534

b.     Websites

Dahlsrud, A. (2009) How corporate social responsibility is defined: an analysis of 45 definitions: Corporate Social Responsibility and Environmental Management. March, 24(15), pp: 145-345 [online] Available at: <> [Accessed on 7th April 2013].

Gay, S. (2007) How corporate social responsibility is defined: an analysis of 37 definitions: Corporate Social Responsibility and Environmental Management. January, 13(6), pp: 145-674 [online] Available at: <> [Accessed on 30th March 2013] [Accessed on 24th March 2013] [Accessed on 28th March 2013]

Marsden, P. (2010) How Corporate Social Responsibility is Defined: an Analysis of 46 Definitions: Corporate Social Responsibility and Environmental Management. November, 23(18), pp: 87-245 [online] Available at: <> [Accessed on 17th March 2013]

Pinney, C. (2009) How corporate social responsibility is defined: an analysis of 57 definitions: Corporate Social Responsibility and Environmental Management. March, 24(9), pp: 97-345 [online] Available at: <> [Accessed on 3rd April 2013]


Published by MALI

Writer is post-graduated in Computer science, Business Administration, Marketing and Innovation. He has 10 years of business academic research writing experience.

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